Beruflich Dokumente
Kultur Dokumente
“Building a Translation
Competence Model”. In: Alves, F. (ed.).
Triangulating Translation: Perspectives in
Process Oriented Research, Amsterdam: John
Benjamins.
Building a Translation Competence Model
PACTE GROUP
A. Beeby, M. Fernández Rodríguez, O. Fox, A. Hurtado Albir,
W. Neunzig, M. Orozco, M. Presas, P. Rodríguez Inés, L. Romero
(Principal investigator: Amparo Hurtado Albir)
Universitat Autónoma de Barcelona
Abstract
This chapter presents the translation competence model that is being
worked on by the PACTE group and that is the basis for designing the
hypotheses of an empirical-experimental study of translation
competence. This research is the first stage in a larger project to
investigate the process of translation competence acquisition. The first
part of the chapter describes our theoretical framework and the first
models that we designed in 1998. This is followed by a brief
presentation of the design of the research project. The last part of the
chapter deals with the modification we have introduced in our 1998
translation competence model as a result of the first exploratory studies.
Introduction
Theoretical framework
These models were constructed taking into account: (1) existing work in
other disciplines that have defined notions related to translation competence
acquisition; (2) models proposed to define translation competence and the
translation competence acquisition; (3) empirical research on written
translation.
Unlike other disciplines in which numerous studies have been carried out to
determine what constitutes expert knowledge in the field and how this
knowledge is acquired, no generally accepted model of what constitutes
translation competence or the acquisition of translation competence exists in
the field of Translation Studies. Some proposals have been made with respect
to translation competence in written translation 6 . Most, however, are limited
in scope as they deal only with specific aspects of translation competence. All
the proposals coincide in describing translation competence as a set of
components (in addition to strictly linguistic knowledge): cultural and subject
knowledge, documentation and transfer ability, etc. Nevertheless, only a few
include the strategic component 7 and none mention the psycho-physiological
component 8 . On the other hand, most of proposals are simply lists of
characteristics that define the translator, and do not suggest how these
components are related to each other or if there are hierarchies amongst them.
Furthermore, none have been validated empirically, i.e. data was not collected
and analysed within the framework of a structured research project.
As far as we know, only two studies have attempted an empirical
approach to research into translation competence as a whole: Lowe (1987)
and Stansfield, Scott and Kenyon (1992). However, as Orozco (2000: 113ff)
points out, Lowe’s study is, in fact, a proposal of the elements that indicate
levels of translation competence, not an empirical study. According to
Orozco, the work of Stansfield, Scott and Kenyon (1992), is the only real
empirical-experimental study of translation competence. The instrument they
created, called Spanish into English Verbatim Translation Exam (SEVTE),
was validated by reliability and validity tests. However, the authors
themselves indicate that the results cannot be generalised, given the
limitations of the sample (7 FBI employees).
As far as the acquisition of translation competence is concerned, very few
proposals have been made 9 . On the other hand, although some empirical
studies have been carried out to compare the performance of professional
translators and that of students of translation 10 , no longitudinal study has yet
been carried out to monitor the acquisition of translation competence as a
whole.
Research Design
Our research design includes several different types of tests with different
groups of subjects (PACTE 2001, 2002a, 2002b; Beeby 2000). Six language
pairs are used: English-Spanish; German-Spanish; French-Spanish; English-
Catalan; German-Catalan; French-Catalan.
There are several reasons for choosing these combinations:
(1) We want to experiment with several language combinations to observe
whether translation competence functions in the same way in them all.
Above all, we are interested in comparing language combinations
where the languages are close to each other (French-Spanish; French-
Catalan) with other combinations where the languages are more
distant (English-Spanish; German-Spanish; English-Catalan; German-
Catalan).
(2) These six combinations are the most common in the professional
translation market in Catalunya; the inclusion of two A languages
(Spanish and Catalan) reflects the bilingual, bicultural reality of
Catalunya.
(3) English, French and German are the three B languages taught in our
Faculty and they are used in translation classes in both directions
(direct and inverse).
The conceptual stage of our study has been completed with the construction
of a holistic model of Translation Competence and a dynamic model of
Translation Competence Acquisition, which were used to deduce theoretical
and working hypotheses. Furthermore, the methodological stage has been
initiated by designing the research, measuring instruments and experimental
tasks.
Our research is now focused on the empirical study of translation
competence. In preparation for the final experiment, two exploratory tests
were carried out during the year 2000. In the first, subjects were members of
the PACTE research group. In the second, subjects were six professional
translators working in three language combinations (English-Spanish;
German-Spanish; French-Spanish), each language combination was
represented by two translators. In both exploratory tests, instruments and
experimental tasks designed for use in the final experiment were used.
These exploratory tests were observational and the aims were 14 : (1) to
test the holistic model of translation competence developed in 1998 (the sub-
competencies involved and the relationship between each); (2) to test and
improve the measuring instruments and the experimental tasks to be used in
the final experiment; (3) to establish our empirical hypotheses; (4) to select
variables. The results obtained from these tests are currently being analysed
and our findings to date are now being used to improve our measuring
instruments and our model of translation competence.
Findings obtained from the different instruments used in these tests were
collated and cross-referenced using custom-designed charts. Although an
exhaustive analysis has yet to be made of the results obtained, it has become
clear to the Group that certain changes must be made in the measuring
instruments used, and the 1998 model of translation competence should be
revised 15 .
Our tests have confirmed that the software program PROXY is a
particularly useful instrument for observing the translation process, and the
experimental tasks designed by the Group are appropriate for studying the
cognitive dimensions of translation competence. Although more detailed
analysis is required, it would appear that some improvements are,
nevertheless, required in the measuring instruments developed in relation to
the texts used, the indicators of sub-competencies and the questionnaires.
Given that this article focuses on the most important issues that have led us to
question the 1998 model of translation competence, the modifications made to
the instruments are not included (see PACTE 2002a).
Our exploratory tests have enabled us to observe, and more precisely define, a
much wider range of activities carried out by subjects during the translation
process and have shown the need to modify our 1998 translation competence
model.
(1) It would seem that the transfer sub-competence is not just one sub-
competence of the whole group of sub-competencies that make up
translation competence. All bilinguals possess a rudimentary transfer
ability, the natural translation ability described by Harris and Sherwood
(1978). The differences between this ability and expert translation
competence is due to the interaction amongst the other sub-competencies,
and in particular, to the role played by the strategic sub-competence.
Therefore, it would seem that this special transfer capacity of the expert
translator is the combination of all the sub-competencies, i.e. translation
competence: the ability to carry out the transfer process from the source
text to the production of the target text in function of the receptor’s needs
and the purpose of the translation. This redefinition of transfer
competence obliges us to modify the characteristics of the linguistic and
the strategic sub-competencies.
(2) Thus, there are two important aspects to be considered in relation to the
linguistic sub-competence: the fact that the expert translator as a bilingual
has the ability to change from one language to another, but also, that the
translator is able to separate the two languages that are in contact.
(3) It is becoming increasingly clear that strategic sub-competence plays a
crucial role in translation competence since it is used to: plan the
translation project; activate, monitor and compensate for shortcomings in
other translation sub-competencies; detect translation problems; apply
translation strategies; monitor and evaluate both the translation process
and the partial results obtained in relation to the intended target text, etc.
(4) Given its importance within translation competence, knowledge about
translation, which had previously been ascribed to extra-linguistic sub-
competence and instrumental/professional sub-competence, would now
appear to constitute a specific sub-competence Data collection would be
facilitated.
(5) Finally, psycho-physiological sub-competence would appear to warrant a
status somewhat different from that of other sub-competencies since it
forms an integral part of all expert knowledge. Rather than ‘sub-
competence’ it would perhaps be more appropriate to speak of psycho-
physiological ‘components’.
On the other hand, we have realised that if translation competence is expert
knowledge, then it should be defined in terms of declarative and procedural
knowledge.
The experience gained from the research carried out so far has led us to
redefine the sub-competencies of the 1998 translation competence model and
adjust their functions. It has become clear that translation competence is
qualitatively different from bilingual competence and that it is expert
knowledge in which procedural knowledge is predominant. Furthermore, it
has become increasingly clear that translation competence is made up of a set
of sub-competencies that are inter-related and hierarchic, with the strategic
sub-competence occupying a dominant position.
Once we have concluded the analysis of the data obtained from our
exploratory tests, the next stage of our research will be to redefine our
theoretical and working hypotheses (see PACTE 2001), establish our
empirical hypotheses and select the variables to be observed in our final
experiment.
Obviously, the revised model presented here is still subject to
modifications, because the definition of our hypotheses may lead to the need
for certain adjustments. Only when we have completed the experiment will
we have the necessary data to validate the model and reach a final version.
Although ours is an extended research project, and not without its
difficulties, we believe an attempt must be made to investigate the acquisition
of translation competence empirically. We are convinced that knowing more
about how translation competence functions and how it is acquired will lead
to better curricular designs for training professional translators. This is our
final goal.
Notes
References
14
See PACTE 2003 for a detailed description of the instruments and esperimental tasks.
15
These findings were presented in the II Encontro Internacional de Tradutores (Belo
Horizonte, 23-27 July, 2001) and in the Third International EST Congress (Copenhagen, 30
August–1 September, 2001).
16
See, for example, in this volume, the work of Alves and Gonçalves; Hansen; Livbjerg and
Mees, that shed light on the translator‘s cognitive processes, using TAPs, the Translog
software, etc.
17
Other aspects intervene, such as: knowledge of translation associations, tarifs, taxes, etc.